Techniques for Using Technology, Media, and Available

Module #3

Techniques for Using Technology, Media,

and Available Resources in the Classroom

Techniques for Using Technology in the Classroom

Contents

Purpose of the Module

Introduction

Framework for Learning

Objectives of the Module

Themes of the Module

1) Using Technology in Education

Using the Internet for Information

2) Project Based Learning

3) Using Available Resources for Learning

4) Microteaching

Music and Poems

Magazines

Radio and Television

4) Microteaching

References


Glossary

computer literacy - the ability to use a computer effectively

electronic literacy - literacy activities supported by the computer and other electronic technology

Internet literacy -- the ability to use the Internet to search for information.

technology -tools to achieve objectives


Purpose of the Module

Introduction

This module will address many different technological tools. The purpose of this module is not how to teach basic computer skills. Some of the technology tools will not be available for all the teachers. The facilitator will address the use of the technology and resources that may be available at each local site. The module will describe the use of low-costlno-cost technology. Teachers are encouraged to use what is available in their classrooms.

Why is understanding technology important?

Technology has great potential for spreading knowledge, supporting learning, and providing

educational services. Appropriate and effective use of technology and resources involves

planning. The required work must be built into the basic design of a program.

The challenges in integrating resources and technology into education are enormous, but so are

the benefits. The Internet is developing as the most powerful mode of communication servicing

our present and future generations and has captured the imagination of many people. Soon the

Internet will become as essential as the telephone is today. Additionally, one of the best aspects

of the Internet is that it is very inexpensive.

How does using technology compare and contrast with traditional

perspectives?

This module has been designed to facilitate teachers and mentors in using ALL available

resources, including low-cost/no-cost resources. The module helps teachers discover how to

Techniques for Using Technology in the Classroom 4

turn the power of available resources into teaching tools that motivate students and move them

toward greater learning.

How does the use of technology fit within a quality improvement framework?

The module focuses on the use of the Internet, technological tools, and other available resources

to support student learning. The activities present methods of reflecting on classroom practices

and identifying ways to use resources effectively and creatively.

The module enables participants to develop a deeper understanding of the use of technology and

other available resources in education at the primary school level. The mentors and teaches must

feel comfortable with tools that they intend to use to teach their students.

The school can use a variety of technological tools, such as a camera, video, overhead projector,

television, cassette, tape recorder, and computer as well as other resources such as newspapers

and magazines. Each tool can be used to enhance learning. Technology and resources can create

experiences for students to help them to become active learners and shift focus from ingesting

information to constructive understanding.


What are the key skills and competencies expected from participation in this module?

The course participants will be expected to:

. Reflect on

a) their current beliefs and practices about the use of technology and resources in

the teaching and learning process

b) classroom practices for using technology effectively, appropriately, and with

vision, and

C) the use of technology and resources in instructional strategies to improve

learning

. demonstrate their ability to operate available technology systems;

. develop positive attitudes towards technology use

. use technology tools and other resources to prepare a lesson

s use technology and other resources to locate, evaluate, and collect information

from a variety of sources

. work with primary school teachers to integrate technology into classrooms

. use all available resources to support student learning.


L Framework for Learning

This module is based on constructivist ideas about how students learn. Constructivist ideas

suggest that students learn best when they first activate background knowledge about a topic,

then construct meaning from new knowledge or a new skill, and finally evaluate and apply

what they have learned in the lesson. The lessons in this module are based on these three phases

of a teaching session or unit

During this phase of the lesson, the teacher helps students recall knowledge that they may relate to the new topic.

During this phase of the lesson, the teacher presents activities that introduce new knowledge or skills and help students discover what the knowledge or skills mean to

PHASE 111: Evaluate and Apply PHASE I: Activate Background Knowledge

During this phase of the lesson, the teacher helps students think deeply about what they have learned and how to apply what they have just learned to new situations or to further learning.

PHASE 11: Construct Meaning

Themes of the Module

Theme One: Using Technology in Education

The world is fast becoming an information society and educational institutions cannot

ignore these developments. To keep up with this growth new skills and a basic

understanding of the underlying technology are necessary. Course participants are

expected to reflect on their beliefs and practices about the use of technology in teaching

and learning and to develop a positive attitude toward these methods. This module does

not attempt to teach the basic use of computers. The module addresses the use of the

Internet for research and student projects.


Theme Two: Project Based Learning

Project Based Learning (PBL) is used to involve students in learning. Teachers present

students with a challenge or problem and students work in groups to analyze the

problem, research, discuss, and produce explanations, solutions, or recommendations.

Students may have limited prior knowledge of the topic, but must need to do research

and critical thinking to address the problem for the exercise to be effective. During the

initial discussion, students develop a set of questions. The questions become the

objectives for the students' learning. Participants are expected to analyze PBL in

relation to their own teaching.

Theme Three: Using Available Resources for Learning

Teachers have found that visual-based programs for teaching content has proven

remarkably effective. There is much low-costlno-cost visual media available to

teachers today. With this theme, course participants will be exposed to various

activities related to pictures, movies, and radio programs to integrate technology in the

primary education curriculum. Participants are expected to critically analyze the

possible use of such tools in their classroom and related issues.

rechniques for Using Technology in the Classroom

Theme Four: Micro Teaching

Microteaching is a form of peer feedback designed to enhance teaching and encourage

discussion about teaching. It will provide an opportunity for participants to present

sample lessons of what they learned during the module. The aim of this theme is to

give course participants support, feedback, and confidence before they go into the field.

Technology Tools Required

To complete all parts of the module, the following technology tools are are required:

Computer with access to the Internet

Cassette player and cassette tapes

Radio

Television and video cassette recorder and cassette

Overhead projector

Magazine pictures

If all of these tools are not available, the participants will complete the sections of the

module for which tools and resources are available.


Day 1 Agenda

Recitation from the Holy Quran

Implementation of Technology into the Education System

Lunch Break

Project Based Learning

Tea Break

Reflection

Objectives

Participants will be able to:

Reflect on current practices for using different technologies in

teaching and learning

Explore the use of the Internet

Develop an understanding of Project Based Learning

Use the Internet to research information for Project Based

Learning

Use technology to locate, evaluate, and collect information from a

variety of sources


The Implementation of Technology into the Education System

PHASE I: Activating Background Knowledge

It is important for teachers to know how they feel about using technology in the

classroom and what resources are available.

The facilitator will ask the participants to describe the word 'technology'

with reference to education. (Think- Pair-Share technique)

The facilitator writes the responses on a chart or the board.

Participants will complete Handout #1 How can I use technology in my

classroom?

1. In what ways can technology be used in education?

2. What impact is technology having on learning outcomes?

3. What must my students and I know in order to use technology?

4. What technology is available in my school?


Handout #1

How can I use technology in my classroom?

1 . In what ways can technology be used in education?

2. What impact is technology having on learning outcomes?

3. What must my students and I know in order to use technology?

4. What technology is available in my school?


PHASE 11: Constructing Meaning

What is electronic literacy?

"Electronic literacy" refers to literacy activities supported by computers or other

electronic means (tape recorders, television, radio). This term should not be confused

with "computer literacy" which is how to use the computer. This module will help

teachers use technology in their classrooms (electronic literacy). Students may read

books and articles online. They may use the computer to write their assignments. There

are many other uses of the computer.. This section will primarily focus on using

electronic resource (technology) to gather information.

Internet literacy is the ability to use the Internet to search for information.

Understanding how to use the computer to search for information will enable students

to seek knowledge. Rapid growth in the lnternet has led to a many quality web for

education; however, there are also sites that are not of good quality. It is essential

students know how to locate sound, factual, and age-appropriate material.

Why is it important to teach Internet Literacy to students?

. Searching for Information - The Internet is used as a research tool by students

of all ages.

Finding clues - Anyone can publish anything on the Internet. Everything is not

necessarily true or accurate. Students need to be able to analyze the accuracy of

information they find.


Avoiding theft and forgery - The growth of the Internet has emphasized the

need to understand intellectual property rights, including copyright

fundamentals and plagiarism. Students must know the appropriate way to use

the information they find.

Adapted from Carroll, Maureen (2004). Carhvheels on rhe Keyboard, Cornpuler based Literacy Instrtrclion in nn Elemnentavy Classroom. Delaware. International Reading Association.

Teaches should set goals for themselves, using whatever technologys is available to

them and their students. A plan for this would be:

1. Set some goals for the areas that would enhance student learning

2. Determine the challenges you face at your school.

3. Learn how to use thcomputer and the Internet by viewing support sites for teachers and students such as:

a. Reading Online at www.readinponline.ore

b. Yahooligans at w~nv.vahooli~ans.vahoo.com

C. Look for lesson plans and resources for teachers at www.readwritethink.org

Internet Terms to Know

Read and discuss the terms on Handout # 2 Internet Terms to Know. These are some

key terms taken from the yahooligans website. It contains many more definitions and

valuable information for teachers and students. If Internet access is available,

demonstrate to teachers how to get to the site.

Techniques for Using Technology i n the Classroom

Handout #2

Important Internet Terms to Know

home page the main page of a Web site. The home page typically provides a table of contents or a site map for the rest of the site.

Internet The Internet is a global network connecting millions of computers worldwide. The terms Internet and World Wide Web are often used interchangeably, but they're actually not the same.

bookmark (verb) the act of saving a Web document for future access

database A collection of information organized in such a way that a computer program can quickly retrieve specific pieces of data.

e-mail short for electronic mail; mail that is instantaneously sent by your computer to anyone in the world with an e-mail account

keyword the word(s) or phrase(s) you enter into a search engine's search field

navigate to move around within a series of Web pages by clicking on hypertext links that take you from one Web page to another

online the state of being connected to the Internet, usually through an Internet Service Provider (ISP) or a network

search engine program that searches for Web documents with keyword (s) you specify. Yahoo and Google are just two examples of search engines that have been created to meet the demand for quickly finding information.

search query the act of conducting a keyword search

s e w e r a computer or device on a network that stores and manages network resources and responds to requests for information. Different types of servers include file servers, print servers, and network servers.

World Wide W e b one component of the Internet. Specifically, the Web is a collection of documents and applications residing on internet servers around the world.

W e b page a single document on a Web site

W e b site a collection of linked documents that contains text and other media elements, such as graphics, animation, video, and audio


Activity # 2 Searching for Information on the Internet

In order to teach students how to search for websites, the participants need to learn how

to do it first. If a computer and the Internet are available, demonstrate how to search for

information on the Internet

I . Go to the home page and find a search engine. Three popular ones areYAHOO!, Google, and Ask Jeeves. Sometimes the homepage of your lnternet service automatically goes to a search engine.

2. Enter a keyword (animal) in the search boxes and search.

3. Look at the information about your topic. Queries may provide thousands of sources of information. Usually the one that matches the topic most closely is listed first.

PHASE 111: Evaluate and Apply

If the Internet is available, participants will choose an animal about which to find

information and search for information on the Internet.

The participants will write a short paragraph on the use of technology in their teaching

and learning environments in their journals.


Project Based Learning

Phase I: Activate Background Knowledge

The facilitator will ask participants for their input on "Project Based Learning" to

access prior knowledge of participants. The ideas will be written on the board or on a

chart.

This module will provide a very simplified overview of Project Based Learning. To

study the process indepth, participants may search for Project Based Learning

resources on the Internet.

Phase 11: Constructing Meaning

In Project Based Learning students work in teams to research real-world problems and

issues and share the information in presentations. They conduct research with a variety

of resources ranginf from the Internet to interviews with people in their communities. It

shifts away from short-term daily assignments and emphasizes learning extends over a

period of time. Project Based Learning often investigates real issues in the community

or world. Students document the learning through the presentation of a project such as

a speech, role-play, chart or poster, paper, or poem.

The Key Elements of Project Based Learning are:

The learning goals are from the curriculum inuse


The learning connects the student work at school to the outside world

The lessons extend over a period of time.

Students work on the project in teams.

Assessment of the project is ongoing. It includes the process and the final product.

Different media and technologies are used to research, create, and present the

project.

The facilitator and participants will read and discuss Handout #3 Eight Features of

Project Based Learning.

PHASE 111: Evaluating and Applying

I . Project Development and Presentation This modified version of Project Based Learning will be completed in one afternoon;

not over aperiod of rime.

The facilitator and the participants will create a list of possible projects.

Participants will form groups for four (4) or five (5) and select one of the

projects.

Participants work on their own projects and use the Internetllibrary to research

the topic.

Participants will present their work (group presentations).

2. Reflection

The facilatator and participants will discuss the question:

How con Project Based Learning be used in current classroom situations?

Participant will share their views. Think, Pair, Share will be used as technique.

Participants will write a reflection in their Reflection Journals


Handout #3

Eight Features of Project Based Learning

1. Engages students in real-world issues and problems. Where possible, the students select

and define issues or problems that are meaningful to them.

2. Requires students to use research, planning skills, critical thinking, and problem solving

skills as they complete the project.

3. Requires students to learn and apply content-specific as they work on the project.

4. Provides opportunities for students to learn and practice interpersonal skills as they work

in cooperative teams

5. Gives students practice in using skills needed for their adult lives and careers (

6. l n c l ~ ~ d e s expectations regarding accomplishments and learning outcomes

7. Incorporates reflection activities that lead students to think critically about their

experiences

Ends with a presentation or product that demonstrates learning and is assessed; the criteria

could be decided by the students.


Day 2 Agenda

Recitation from the Holy Quran

Reflections and Questions from the Previous Day

Using Music, Chants and Poems as Learning Tools

Using Radio and Television as Resources

Using Documentary Programs in the Classroom

Lunch

Using Pictures from Magazines to Teach English

Tea Break

Prepare for MicroTeaching

Reflections

Objectives

Use music and poetry for learning

Develop listening skills by using news broadcasts on television or radio

Use documentary videos to teach topics such as space, cities, and ancient history

Critically reflect on the use of documentary television and radio programs in education

Use magazines as a resource to develop language


Using Music, Chants and Poems as Learning Tools

Children can learn language and vocabulary when they use music and sing or chant along. When

children sing, they seem completely uninhibited, as if suddenly they have forgotten to be shy.

Repetition never seems to bore them. Chants and poems are sometimes easier and more fun for

children than actual songs (and also for teachers who may lack confidence in their singing).

Chants and poems consist of phrases that can be tapped using a foot, hand, or pencil. Chants are

simple to write. Teachers may write them to teach vocabulary and expressions. Students can

write chants themselves with relative ease.

Participants will learn the poems and chants on the following pages and then use them to teach

language to children. The facilitator will model how teacher may teach the poems and chants to

students. The facilitator may use a cassette tape recorder and music to set a rhythm for the

chants.

The facilitator will demonstrate how to teach a chant or poem to children:

The facilitator chants the poem once as course participants tap their feet

Then the facilitator stops and explains the meaning of the words if they are unclear.

Then, the facilitator repeats the chant line by line with the participants repeating each line.

Gradually the facilitator builds up to two lines and eventually the whole chant

The chant is repeated after dividing the group in two. One group chants a line, then the other group repeats it.

The facilitator may use a recorded song to set a rhythm for the chant.


Little Bird

Once I saw a little bird

Come hop, hop, hop.

And I cried, "Little bird,

Will you stop, stop, stop?"

I was going to the window

To say, "How do you do?"

When he shook his little tail

And away he flew.

A Wise Old Owl

1 wise old owl sat in an oak,

The more he heard, the less he spoke;

The less he spoke, the more he heard;

Why aren't we all like that wise old

~ i r d ?


I Teddy Bear, Teddy Bear

(Do the actions of the poem.)

Teddy bear, Teddy bear,

Touch the ground.


Turn around.


Show your shoe.


That will do.


Run upstairs.


Say your prayers.


Blow out the light.


Say good night.

Quiet

The night was so quiet

I could hear my thoughts

Scrambling like old aunts

Looking for lost letters

With lost spectacles.

The night was so quiet

That silence became sound

A dark blanket of noise

Melting into an everlasting din,

The song of monsters under my bed.

The night was so quiet,

So perfectly still,

I wondered how loud,

How frightfully loud

A shout would be.

Aamir Ansari, October 3 1, 2002 www.chowk.com


Using Radio and Television in the Classroom


Resources required:

audio cassette player

audiotape recording of a news show

The facilitator initiates the discussion with help of following questions

What type of news do you usually listen? What does news mean? What do you find in the news? Why is listening to the news important.

The facilitator draws the table on Handout #5 on the board or a chart and writes in participants'

answers.


The facilitator plays an audiotape of the news and participants fill in the chart. The facilitator plays the tape for a second time allowing the participants to check their notes. The facilitator encourages participants to share their notes with their groups.

Phase 111: Evaluate and Apply

The class will discuss the implications of radio news in the classroom. How can it be used with

students?


Handout # 5

Listen to the news and f i l l in the table.


Event Place Person Time

Using Documentary Programs in the Classroom

Resources Required: a short documentary program or extract from one

television and VCR


Participants will be given five minutes to write information about the topic of documentary

programs.


Participant will watch the video and make notes on the main idea of the program and details

about it. After the program, participants will work in groups and make a graphic organizer on the

topic.

The groups will share with a gallery presentation of the graphic organizers This means the

organizers will be posted and groups will walk around and view them as if they were in a gallery

Phase 111: Evaluate and Apply

Small groups will discuss the "use of television or radio and documentary video in classroom

teaching." They will agree on one main point to share with the whole group.

Class discussion on the above topic.



Phase I: Activitating Background Knowledge

Participants will tell ways they use magazines and newspapers to teach in the classroom. The

facilitator will list the ways.


Participants will read the following article, "Using Pictures from Magazines to Teach English."

The facilitator will assign each small group one of the activities to model for the rest of the

participants. Small groups will plan the activities and model how to do them in the classroom.

Phase 111: Evaluating and Applying

Participants will discuss how they can use the information in their own classrooms.

Participants will write a reflection in their Reflective Journals explaining why it is important to

use pictures to teach and practice language.



This article is adaptedfrom an Internet posting by Joep van der We$$

Introduction

Pictures from magazines are a low-costlno cost resource for varied classroom activities in the

areas of speaking, listening, writing, vocabulary, and grammar. This article describes how to

collect and sort suitable pictures and includes several sample activities. Teachers can use the

activities as they are presented, or adapt them to fit their needs.

Yusef seemed particularly shy. He was afraid of making mistakes and reluctant to participate.

One day the teacher gave each student an unusual picture of a person asked him to describe the

people in the pictures. Yusef s photograph showed a young man swimming with a killer whale in

a deep blue sea. He told a remarkably long story about a man who had a pet killer whale. When

he gave his description, Yusef s classmates were fascinated by his vivid imagination. He was

surprised and thrilled by his classmates' appreciation. He instantly lost his inhibitions toward

speaking English in class, and he participated actively from then on.

This experience illustrates that visuals foster students' imagination, which in turn, motivates

them to use English. There are many reasons to use magazine cutouts or other pictures in class.

With pictures we can:

. teach, practice, or review new vocabulary

. practice grammar


. practice listening comprehension

. do writing activities

practice speaking with activities such as problem solving activities, role plays, and

discussions

Depending on the purpose of the activity, a task can take up tive minutes at the beginning or end

of a class or last 20 minutes or more in the main part of the class.

Preparation Choosinp Pictures

Pictures are illustrations that are cut from a magazine, newspapers or other sources. They are

mostly photographs, but drawings, collages, maps or other illustrations can be used for certain

activities. Each picture should be large enough and clear enough for students to see. Pictures are

easier to use without any printed text on them. You will only be able to use pictures with text for

certain activities. If pictures do include text, the text should be in English.

Collectinp, pictures

Students like colorful and varied materials. Available sources for pictures are glossy magazines,

TV guides or the Sunday supplements of newspapers. You can collect the pictures yourself or

ask your students to bring them in for you. Your own selections will probably focus on pictures

for discussions, games, and teaching vocabulary. Students are good at getting pictures of famous

people, sports and objects they like, which gives you a good opportunity to learn about students'

interests.


Sorting the Pictures

When you have a stack of pictures, you will notice that some ppictures seem perfect for teaching

vocabulary (for example, clothes, furniture) and other pictures will be appropriate for guessing

games. Try to identify a structure or function that can be practiced with each picture. You may

paste the pictures on letter-sized paper, and punch holes in them to keep them in a binder or

place them in folders by category. You can sort them out by level or grade, by activity or by

topic. Some topics are faces, famous people, clothes, actions, sports, professions,

nationalities/cultures, unusual pictures, cities, interiors, and nature. You can write notes on the

back of the sheets.

Sample Activities

Below are nine activities that can be done with magazine cutouts. These are just a few examples

of what can be done with pictures. As you start using pictures in new and creative ways, you will

come up with many variations. Textbooks may also give you ideas for working with pictures.

Note: where examples of speech are included, "T" indicates the teacher speaking, "St"

indicates a student and "SZ" is a second student. Each activity describes how the teacher should

model (show the students how to do it) the activity first before the students attempt to do the

activity.

The activities will work best with colorful pictures from magazines. If that is not possible, use

the sample pictures provided in this module.


Vocabulary Building o r Review

Activity 1: Find 10 Differences

Materials: sets of two (2) pictures that show similar people or related situations, one set per pair of students.

Instructions:

1 . Show a sample set of picures and ask students how the pictures are similar and how they are different. Ask for at least ten (10) differences.

2. Give each pair of students two pictures. Tell them write a list of 10 differences

Variation: Find 10 Similarities

Do this activity with very different pictures and have students find the similarities

Activity 2: How Do They Feel?

Materials: pictures of faces of people expressing different feelings

Instructions:

I. Teach or review adjectives describing moods and feelings such as happy, sad, angry, upset, or cheerful

2. Give pictures to students and ask them to describe how the people feel and why they feel that way. What happened that made them feel this way?

3. Students may present their descriptions to the group and their classmates can add additional information about the person in the picture.

Example of student production: SI : This man is tired. Very tired. S2: He is a businessman. He probably has a lot of work. S3: He has a lot of stress. Maybe he has a problem at work. He looks worried


Grammar

Activity 3: If I were there ... Materials: pictures that show locations with or without people such as landscapes, city streets, interiors of public buildings, or houses.

Instructions:

1 . Show students a picture of a location and have them think about the place: where it is, what people normally do there, and how they would be feeling. Ask them to describe the location.

2. Ask the students what they would do if they were there, how they would be feeling, who they would see.

Example: Picture of a football (soccer) game T: What would you be doing if you were there right now? S2: I would be playing. S I : 1 would be yelling for the players. T: What w o ~ ~ l d say? S2: I would say, "Kick the ball." T: If you were there right now, what would you hear? S5: We would hear people yelling for their team to win.

3. Students work in pairs or small groups. Students can describe the scene and what they would do the way the teacher modeled it, or they can take turns asking questions.

Activity 4: Sort I t Out!

Materials: ten (I 0) to twenty (20) pictures per group of three (3) to six (6) students

Instructions:

2. Have students work in groups of four (4).

3. Give each group a set of pictures.

4. Tell them to sort these pictures out in three (3) logical categories. There will be different ways that the pictures could be sortetd, so students need to work together in each group to decide on the best categories.

5. Ask students to give a label or title to each category (group), for example, things in a city, animals, females.

6. After the activity, ask: Was it easy to do? Did you work together or did one person find the solution? Why?

Techniques for Using Technology in the Classroom I I

Example of student production: SI : I think these two should go here. They're all indoor activities. S2: Yes, but you can do them outdoors, too. S3: What if we put all men together in one group, and the women in another?

Listeninp Comprehension

Activity: Dictate the Picture

Materials: pictures of events, scenes or locations; include people or animals; one picture or copy for each pair of students

Instructions:

1 . Model the activity. Tell the class that you have a picture that you will not show to them, but you will describe it for them. "Dictate the picture" to them. This means describe what is in the picture in great detail. Do this slowly and repeat or rephrase sentences when students do not understand.

Example: This is a picture of a man in his office. In the middle of the picture, there is a man. He is sitting on a chair. To his left, there is a large desk. There is a computer on his desk, and there are many papers on the desk. Behind the man, there is a picture on the wall.

2. The students draw the picture by listening to your description

3. Allow students to ask questions.

4. Divide the students up in pairs (2). Hand out a picture to each pair. One student will describe; the other will listen and draw the picture. The listeners cannot look at the pictures! When students finish, they can compare the drawings with the original picture.

5. Students change roles. The person who just described will now draw.

Activity: Which One?

Materials: One or more sets of pictures that have things in common (for example, all portraits of men, all landscapes, all animals). A set should have about four (4) or five (5) pictures. Instructions:

I . Display one of the sets of pictures and tell students you will describe one picture. They need to listen carefully to find out which picture you are describing.

2. Describe the picture in detail, starting with the details that are similar in most of the pictures in the set. Little by little, mention small differences. To be successful, you


should write out the description beforehand so you can avoid giving too much information too soon.

Example: This is a picture of a man. He's young, about 25 years old. His hair is dark. I think it's black or dark brown. He has no beard and no moustache. He is standing up, and he is looking at the camera. He is wearing a suit. I don't know if he is happy. He is not smiling.

3. When students have guessed which picture you described, they can take turns describing a different picture.

4. if you have more sets of pictures, students can do the activity in groups and take turns describing different pictures.

Activity: Have T h a t Conversation

Materials: Photographs of two (2) people having a conversation, one picture per pair or one picture for all students

Instructions:

1. Show a sample picture - not the one you want students to use later. Ask what the people are doing, what they are talking about, what some of the words or expressions are that they are using. Teach vocabulary if necessary.

2. Ask each pair of students to make up a dialogue between the people.

3. Ask pairs to volunteer to perform the dialogue in front of the group.

~ c t i v i t ~ : Speculation

Materials: Pictures with unusual situations (for example, a man balancing chairs on his arms, feet and head, a very muddy car parked in the business district of a city, ). Instructions:

1 . Elicit question words and write them on the board: where, why, who, when, what, and how.

2. Demonstrate how to use the question words to explain one picture as an example. Make up questions with the question words and answer the questions to explain the picture.

3. Ask the students to work in pairs or small groups to make questions with each of the question words and explain the picture.

Example of questions: (picture of a man in the mountains) Who is this man? How do you know? What is he doing now? What is in the bags? Where is he going? When did this happen?


Activity: Text Balloons

Materials: Two (2) or more pictures that show two (2) or three (3) people talking (paste in white text balloons, large enough for students to write one or two sentences), photocopy of one of the pictures for each pair of students, a similar picture (with or without text balloons) to do the example in class.

Instructions:

1 . Show a picture of two (2) people talking. Ask students about the setting and the situation, and what they think these people are saying.

2. Hand out photocopies and ask pairs to write in text balloons.

3. Each pair exchanges photocopies with a pair that worked with a different picture. The pairs will now write the continuation of the dialogue.

4. Have each pair get together with the pair that wrote their text balloons. Each pair reads the dialogue the other pair wrote. Pairs can comment on the dialogues. Are they surprised how their dialogue turned out?

Conclusion Pictures are a good source of material for practicing speaking, listening, writing, vocabulary, and grammar. The activities above are just a few examples of what teachers can do with pictures. It is expected that the sample activities above will stimulate teachers to come up with their many more effective and enjoyable activities.

Adaptedfrom an article by posted on the Internet by Joep van der Werf, Interlingzia (Mexico CiQ Mexico)

Black and white cartoon pictures that may be used for the activities are on the following pages. It is recommended that the facilitator and teachers find actual pictures of real people and situations from magazines for the activities if possible.


Find I 0 Differences

rechniques for Using Technology in the Classroom

How Do They Feel?

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Sort it out!


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Dictate the Picture


Which One?

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Conversations

rechniques for Using Technology in the Classroom 23

Speculation


Text Balloons


Preparing for Microteaching

Microteaching allows participants to plan, prepare and teach a lesson, then receive feedback

from other participants. Participants will plan a lesson that uses technology and available

resources. The lesson should be from the current curriculum. The lessons will be presented on

Day 3. Colleagues will give feedback on the lesson.


Day 3 Agenda

Recitation of Holy Quran

Reflections and Questions from the Previous Day

Microteaching

Lunch

Microteaching

Tea Break

Reflections

Evaluation of Module

Microteaching

Each participant will teach the lesson to students in the teachers' own classroom with an

observer to give feedback or model teach with other participants playing the roles of students and

observers. Teachers will use available resources to enhance the learning

Observers will give feedback in a positive manner. The feedback should include:

Three things that were positive about the lesson.

Two things that could have been included or changed.

One way the observer can use this information in his or her own classroom.


Evaluation of the Module

Editor insert evaluation instrument.


Documents

Techniques for Using Technology, Media, and Available